The Pulaski citizen. [volume] (Pulaski, Tenn.) 1866-current, 1887-08-11
Morality and Religion in the Public
Schools.

and Religion in the Public
Schools.
In his argument before the SUI
preme court in the Girard will case,
Daniel Webster said: ''By the
christian world Throughout its broad
est extent, it has been and is held
as a fundamental truth that relig-l
ion;is the only solid basissof morals,
and that moral instruction not rest
ing on this basis is only building |
upon sand" There is little educa-
ton worthy of the name that leaves
the moral and religious nature IN
cultured and unframed. Those who
acknowledge this see or think they
see, insuperable obstacles in our
public schools to the teaching of
morality or religion. Not long
since the question we are now con-
sidering was under discussion in
gathering for literary and social
purposes when a young man, aspir
ing to place in congress, urged
that morality could not be taught in
the schools without teaching relig-
ion, and as our political constitu-
ton disallows the teaching of relig
ion, morality could not be taught.
The genius of our political instl-
buttons and legislative~~en actments
forbids the teaching of sectarian-
ism in our public schools. But if
sectarian dogmas, modes of wor-
ships, add systems of organ
CARNATIONS are substracted from
any form of christian religion,
the religion is not taken
SWAY. That religion must be tenu-
Gus indeed that consists wholly in
sectaian notions and forms.
AS a people, we need to appre-
bend that the grand religious truths
which make up the body of relig-
ious doctrine, and which are correl
atives of moral truths are not en-
cased in the shibboleths of any re-
llgious sectarianism. We also need
to apprehen ! that the body polite
is not in its mature without morali-
ty. The state consists Of persons,
and takes into its unuty the natures
of the persons composing it. The
christian religion, and that obtains
among US, is adapted to energize
the moral nature. 1t furnishes
conditions and motives to a moral
life above any that belong to moral
ity alone. The rules of morality APP
ply to the outward lite; the relig-
ion of Christ reaches to the thoughts
and intents of the beart-to the cen
trail choice of the man. Christiani
ty reveals the immortality of the
soul, thus lifting it's being and ma
ture above all that is transitory
and giving it, because of its unlim-
tied possibilities, an infinite value
Moral law is revealed in our nature
but christianity brings US into the
presence of the Great Lawgiver, in
finite in his love of the right, and
hence terrible in his might agains
the wrong. The broth erhood OF
man, in all its tenderness and force
is felt, only, as. we recognize the ia
therhood of God, while the law o
service taught bv the life of Hin
"whO came not to be ministered I'm.
: to but to minister" renders q cold
calculating, selfish morality impos-
sible. His life gave especial en-
phasis to self-sacrifcing love anC
uufailing sympathy for men. Al
moral growth implies an ideal. Je
sus, by His human life, enables
every one apprehending Him tt
form perfect ideal. christianity
utters direct imperative to listen.
ing soul to lead others into loving
loyalty to God. 1t makes the NOR
al well -being of man an end abov,
all that is selfish or sordid. Relig
ion alone furnishes the motives ant
the sanctions needful to q genuine
morality. Education that stops
short of moral freedom is sadly in
complete. Moral freedom is posi-
BILE only as one subordinates him
self to moral law. Religion fur
nishes the motives and the menta
conditions make it possible to sub
ordinate ones self to moral law. /
| is historically fitting that thes'
truths should be taught in the pub
lie schools. Our public schools arr
the offspring of christianity. Thu
schools of Europe, whether protest
, ant or catholic, are the offspring o
christianity. Germany, who ha!
, long claimed the first place in thu
worlds regard for her public
schools, provides for religious in
struction in the public school
Teachers are examined resp52acctinl
their ability to give the religious
! instruction required with the same
thoroughness as they are examined
respecting their ability to teacl
other departments of the course o
study. The most potent agency
for blending those who seek hom,
on our shores into one people is the
public school. 1t should, in relig-
ious teaching apply the strongest
bond of national unity. Whatever
divergence there may have been anC
f whatever there now is among GU
christian sects because of the IN.
, due prominence given to sectariaI
, dogmas, it must be granted that il
the present generation the essential
of christian faith are beginning tt
receive the recognition they deserve
Shall we, because Of sectarian diff
ferences, exclude the teachings O
religious truths? Shall we hesitate
in the public school to apply to the
minds of our children those truths
that havs persisted in every vital
faith, that have been a grand source
of greatness of the moral heroes of
the past, and that have proved O
means of the divine uplifting of the
. human soul?-J. @. Greenough il
the Andover Review.